COLEGIO DE SAN ANTONIO DE PADUA

Supervised by the Lassallian School Supervision Office

Ramon M. Durano Foundation Compound
Guinsay, Danao City
(032)-344-4709

Module 2
in

Assessment and Evaluation in Mathematics

Prepared by:
Mrs. Fatima Lhyn M. Forzado
SHS Faculty
1
 Edited by:
Ms. Evelyn R. Matos
SHS Faculty
Preface

Student Centered Learning or Learner Centered Education is an approach of teaching in

which learners are the main focus in teaching-learning process, teachers’ aims are to cater the
needs of learners in terms of education and Through this approach the teachers facilitate and
assist students learning while students are learning by doing. As regards this approach, teachers
use Assessment and Evaluation to measure students’ learning in Mathematics.

Thus, in this module students will learn the traditional and authentic assessment method
for evaluating mathematics learning, it covers the purposes of instruction and assessment, the
relationship of assessment to content and performance standards and discussion on the issues and
trends in assessment specifically in mathematics teaching.

“Tell me and I forget.

Teach me and I remember
Involve me and I learn”

-Benjamin Franklin

2
 Module 2
“The whole purpose of education is to transfer and transform knowledge for the future generations so
that they can transcend their lives and humanity as a whole.”― Debasish Mridha

Performance Standards, Competencies, and Learning Targets in Mathematics & Authentic

Assessment Methods in Mathematics Education

Introduction
This module will allow students to make authentic assessment in Mathematics based on
performance standard, competencies and learning target in Mathematics. Learners will also learn
the GRASPS framework that will help them write a project-based assessment.

Lesson 1
Performance Standards, Competencies, and Learning Targets in Mathematics
Lesson Objectives
At the end of the lesson, the student should be able to:
1. define Performance Standards, Competencies, and Learning Targets;
2. identify Performance Standards, Competencies, and Learning Targets in Mathematics;
and
3. articulate standards into competencies and Learning Target.

Learning Content
Standards are broad, overarching goals that will define the semester, the unit, or the year. It's
what the teacher teaches and the students learn. There are many national organizations that have
academic standards published. These include things like the National Council of Teachers of
Mathematics.
Competencies are statements of skills. And these are essentially, what the students should
be able to demonstrate on an independent and long-term basis. So they're actually smaller pieces
of a larger goal, and that goal is usually, the standard.
Then we have unit objectives. Unit objectives are the specific knowledge or skill within that
smaller time frame. And it supports the identified competency and standard. When teachers
develop unit objectives, they should ask themselves the question—what I want my students to be
able to do by the end of the unit? These unit objectives should be observable and measurable
because we want to base are teaching off of data.
And a lot of times, teachers use SMART goals to create their unit objectives. SMART
goals are actually an acronym for a type of goal. So the S stands for a specific-- it's a specific
goal. M stands for measurable. Can I measure this and collect data from it? A-- Achievable. Is it
achievable for my group of students? R-- Relevant. Is it relevant to not only what I'm teaching in
the classroom and the standards that I'm teaching, but to my students culturally and grade-level-
wise? And time bound-- in what time frame will my students achieve this goal?
Sample objective is after completing this unit, the students will be able to construct
picture graphs, bar graphs, and line graphs to display the data they have collected. Again, this is
specific, especially with the types of graphs that they are creating. It's measurable-- the teacher
is going to be able to tell whether or not students can do it or how many students can do each

3
graph. It's achievable. It's relevant because the students are studying graphs. And it is time
bound because we know it's taking place after the completion of the unit.

The relationship between standards, competencies, and objectives is that Standards and
competencies are linked, and normally, a standard is like the outline of knowledge or the outline
of the skills that the students should know by the end of the school year in a content area, such as
the standards set forth by the National Council of Math Teachers. So a teacher would use
standards for an entire course, but they would use competencies at the unit level. Standards and
objectives are less closely related than standards and competencies because standards are, again,
very broad. It's the course level, and objectives are very specific. However, they both do address
content and skills. Standards just address these at the course level, working towards the end of
the year. And objectives do it at the lesson level. So you can see where we go standards are
yearly end of course level, competencies are unit level, and objectives are lesson level.
Objectives include both content and skills. And the big difference here is that competencies
focus mostly on measurable skills only. So we care a little bit less about the content with a
competency than we do the measurable skill.
Let's look at a unit example. So this is for grade level three, and the subject is
mathematics, specifically geometry. So the standard that I've taken here is the Common Core
State Standard. And this is just how a Common Core State Standard would look written out
when you're writing your lesson plans.
So the overriding standard here is that students should be able to reason with shapes and
their attributes. So the competencies that I want my students to be able to walk away from this
year being able to do in the long-term and independently is divide a variety of shapes into equal
areas and create fractions based on shape division. The learning objective for this small unit is
that students will learn to divide a square into four equal parts.

So as you can see, we start at the very high level, where it's a broad overarching standard.
We narrow it down to the long-term independent action that the student can do. And then we
narrow it down even further to the learning objective of, what will the student be able to do at the
end of the unit? And these are just some standards competencies objectives of a larger unit.

What is a Learning Target?

Learning Target is a statement of intended learning for students based on the standards.
A Learning Target specifies and unpacks the objective and spells out what students will be able
to do during and after the lesson or lesson series. Learning Targets are in student friendly
language and are specific to the lesson for the day, or span of days, and directly connected to
assessment. A learning target also includes performance criteria or a demonstration of learning.

How is a Learning Target different that an Objective?

Objectives are for teachers; learning targets are for students. A lesson plan objective is a
clear statement of purpose for the whole lesson that spells out what the teacher expects the
students to be able to do after the lesson is completed and determines the activities the students
engage in. The objective can be either a behavioral objective, which defines what the student can
do at the end of the lesson, or a knowledge objective that defines what the student should know
at the end of the lesson.

Why is Learning Targets Important?

4
  Framework for Teaching. The learning target guides instruction across the Gradual
Release of Responsibility. A well-written learning target ensures that the teachers can
explicitly teach and model the important performance criteria necessary for learning,
provide the appropriate practice opportunities, and assists in monitoring student progress
and sharing purposeful and actionable feedback with students.
 Direction. Students need clear, step by step processes with check in activities and
ongoing assessment and feedback that support them toward clear goals.
 Clarity. Learning shouldn’t be a “guessing game.” The greatest student achievement is
supported by clarity of instruction (Hattie, 2012).
 Understanding. Students should be able to read and articulate what you want them to
know, understand, and be able to do.
 Assessment. A well-designed learning target provides the performance criteria that
describe mastery.

Components of Effective Learning Targets

 VISIBLE: Posted in the classroom and easy to see.

 UNDERSTANDABLE: Written in language students can understand.
 ALIGNED TO STANDARDS: Standards are unpacked to describe student proficiency
so they can meet standard goals over time.
 ACTIONABLE: Clearly outline the performance criteria that must be understood and
the methods of demonstration to show understanding.
 SCAFFOLDED: Incrementally build on previous learning and provide options for
students at varied levels of mastery.
 GRADUALLY RELEASED: The teacher explicitly teaches and models the
demonstration of learning in whole group, creates opportunities for practice in small
groups, and provides a way for students to individually show they have mastered it
independently.
 MEASURABLE: Performance criteria can be monitored and assessed through multiple
methods including observation, conferencing, reading, writing, and collaborative work.
 STUDENT OWNED: Students can articulate what they are learning and can explain
how they will meet the performances criteria.

A learning target has two components: the statement of the mathematical idea and success
criteria. The statement of the mathematical idea, or more simply “the math idea,” describes the
conceptual learning that will result from the lesson. The success criteria describe the indicators
that both teachers and students will use to gauge how well students understand the mathematical
idea. The success criteria include a balance of procedural skills and higher level process skills
that would provide evidence that a student is on track to meeting the learning target. Since a
lesson typically occurs over one to three class periods, the mathematical idea must be at the
appropriate grain size to be reachable by the students in that period of time. There are many
different structures of learning targets containing collections of math ideas and success criteria.
Several of these structures are shown as examples below.

Today’s Question:
How are sine and cosine related?

5
Today’s Success Criteria:
1: Can I find the sine of an angle from the cosine of the angle?
2: Can I show or explain how the sine changes when the cosine changes, and vice versa?
Target Understanding:
Variables can take on multiple values when used in an
algebraic expression.
How will I show I met the target understanding?
1: I can explain why an expression might have different values.
2: I can substitute different numbers into an expression to give it different values.

Today’s Math Idea:

What is the difference between common factors and common multiples?
Criteria for Success:
1: I can find the common factors of two numbers.
2: I can find common multiples of two numbers.
3: I can explain the difference between a common factor and a common multiple.
What I will learn:
“Counting on” is a strategy for adding numbers.
I know I learned it if:
1: I can solve addition problems using counting on.
2: I can show someone else how the counting on strategy works

MATHEMATICAL COMPETENCE AND COMPETENCIES

To master mathematics means to possess mathematical competence. But then, what is
that? To possess a competence (to be competent) in some domain of personal, professional or
social life is to master (to a fair degree, modulo the conditions and circumstances) essential
aspects of life in that domain. Mathematical competence then means the ability to understand,
judge, do, and use mathematics in a variety of intra- and extra-mathematical contexts and
situations in which mathematics plays or could play a role. Necessary, but certainly not
sufficient, prerequisites for mathematical competence are lots of factual knowledge and technical
skills, in the same way as vocabulary, orthography, and grammar are necessary but not sufficient
prerequisites for literacy. A mathematical competency is a clearly recognizable and distinct,
major constituent of mathematical competence. In the project we have adopted an attempt made
by the author of this paper (Niss, 1999) to identify these competencies. There are eight
competencies which can be said to form two groups. The first groups of competencies are to do
with the ability to ask and answer questions in and with mathematics:

1. Thinking mathematically (mastering mathematical modes of thought) such as

• posing questions that are characteristic of mathematics, and knowing the kinds of answers (not
necessarily the answers themselves or how to obtain them) that mathematics may offer;
• Understanding and handling the scope and limitations of a given concept. • extending the scope
of a concept by abstracting some of its properties; generalizing results to larger classes of
objects;
• distinguishing between different kinds of mathematical statements (including conditioned
assertions (‘if-then’), quantifier laden statements, assumptions, definitions, theorems,
conjectures, cases):
2. Posing and solving mathematical problems such as

6
 • identifying, posing, and specifying different kinds of mathematical problems – pure or applied;
open-ended or closed;
• solving different kinds of mathematical problems (pure or applied, open-ended or closed),
whether posed by others or by oneself, and, if appropriate, in different ways.
3. Modeling mathematically (i.e. analyzing and building models) such as
• analyzing foundations and properties of existing models, including assessing their range and
validity
• decoding existing models, i.e. translating and interpreting model elements in terms of the
‘reality’ modeled
• performing active modeling in a given context - structuring the field - mathematizing - working
with(in) the model, including solving the problems it gives rise to
- validating the model, internally and externally
- analyzing and criticizing the model, in itself and vis-à-vis possible alternatives
- communicating about the model and its results
- monitoring and controlling the entire modeling process.

4. Reasoning mathematically such as

• following and assessing chains of arguments, put forward by others
• knowing what a mathematical proof is (not), and how it differs from other kinds of
mathematical reasoning, e.g. heuristics
• uncovering the basic ideas in a given line of argument (especially a proof), including
distinguishing main lines from details, ideas from technicalities;
• devising formal and informal mathematical arguments, and transforming heuristic arguments to
valid proofs, i.e. proving statements. The other group of competencies are to do with the ability
to deal with and manage mathematical language and tools:

5. Representing mathematical entities (objects and situations) such as

• Understanding and utilizing (decoding, interpreting, distinguishing between) different sorts of
representations of mathematical objects, phenomena and situations;
• Understanding and utilizing the relations between different representations of the same entity,
including knowing about their relative strengths and limitations;
• choosing and switching between representations.

6. Handling mathematical symbols and formalisms such as

• decoding and interpreting symbolic and formal mathematical language, and understanding its
relations to natural language;
• understanding the nature and rules of formal mathematical systems (both syntax and
semantics);
• translating from natural language to formal/symbolic language
• handling and manipulating statements and expressions containing symbols and formulae.

7. Communicating in, with, and about mathematics such as

• understanding others’ written, visual or oral ‘texts’, in a variety of linguistic registers, about
matters having a mathematical content;
• expressing oneself, at different levels of theoretical and technical precision, in oral, visual or
written form, about such matters.

7
8. Making use of aids and tools (IT included) such as
• knowing the existence and properties of various tools and aids for mathematical activity, and
their range and limitations;
• being able to reflectively use such aids and tools.

Lesson 2
Authentic Assessment Methods in Mathematics Education
Lesson Objectives
At the end of the lesson, the student should be able to:
1. identify the characteristics of authentic task design;
2. identify the dimensions of authentic assessment;
3. identify Authentic Assessment Methods in Mathematics; and
4. apply the steps in designing authentic assessment.

Learning Content
"In planning for authentic assessment, ensure that the tasks and activities possess the
distinctive characteristics of authenticity, as outlined in Figure 1 (adapted from this Resource
from University of Wollongong 2005)."
1. Figure 1: Characteristics of authentic task design

Characteristics of authentic Associated design features of authentic learning and

tasks assessment activities and tasks

Activities match as nearly as possible the real-world tasks of

Authentic tasks have real-world
professionals in practice rather than decontextualized or
relevance.
classroom-based tasks.

Problems inherent in the tasks are ill-defined and open to

Authentic tasks are ill-defined,
multiple interpretations rather than easily solved by the
requiring students to define the
application of existing algorithms. Learners must identify
tasks and sub-tasks needed to
their own unique tasks and sub-tasks in order to complete the
complete the activity.
major task.

Authentic tasks comprise

Tasks are completed in days, weeks and months rather than
complex tasks to be investigated
minutes or hours, requiring significant investment of time
by students over a sustained
and intellectual resources.
period of time.

The task affords learners the opportunity to examine the

Authentic tasks provide the problem from a variety of theoretical and practical
opportunity for students to perspectives, rather than a single perspective that learners
examine the task from different must imitate to be successful. The use of a variety of
perspectives, using a variety of resources rather than a limited number of preselected
resources. references requires students to distinguish relevant from
irrelevant information.

Authentic tasks provide the Collaboration is integral to the task, both within the course

8
 and in the real world, rather than achievable by an individual
opportunity to collaborate.
learner.

Authentic tasks provide the Tasks need to enable learners to make choices and reflect on
opportunity to reflect. their learning both individually and socially.

Authentic tasks can be

integrated and applied across Tasks encourage interdisciplinary perspectives and enable
different subject areas and lead diverse roles and expertise rather than a single well-defined
beyond domain-specific field or domain.
outcomes.

Assessment of tasks is seamlessly integrated with the major

Authentic tasks are seamlessly task in a manner that reflects real world assessment, rather
integrated with assessment. than separate artificial assessment removed from the nature
of the task.

Authentic tasks create polished

Tasks culminate in the creation of a whole product rather
products valuable in their own
than an exercise or sub-step in preparation for something
right rather than as preparation
else.
for something else.

Tasks allow a range and diversity of outcomes open to

Authentic tasks allow
multiple solutions of an original nature, rather than a single
competing solutions and
correct response obtained by the application of rules and
diversity of outcome.
procedures.

"Designing authentic assessment requires considerable work prior to the commencement of a

course. However, a great deal of this effort can be expected to have ongoing value for future
classes, in the form of":
 "relationships developed with host organizations"
 "assessment resources developed for students about the processes, and"
 "simulation resources developed to replicate authentic settings."
2. Figure 2: Dimensions of authentic assessment (after Mueller, 2010)

DIMENSION More traditional assessments More authentic assessments

Structure of problems Predetermined Unpredictable

Learning setting Contrived Real

Cognitive activity Lower-order Higher-order

Learner agency Teacher-defined Learner-defined

Application of learning Indirect evidence Direct evidence

C. Design Authentic Assessments

1. "Determine the broad characteristics of authenticity"

9
  "How authentic can the assessment be, in terms of various dimensions of authenticity?"
 "Some significant characteristics of authenticity, in terms of how it contrasts with more
traditional forms of assessment in academic settings such as exams, are set out in Figure
2 above."
2. "Align assessment with the intended learning outcomes"
 "Ideally, associate learning outcomes that reflect real-world contexts with authentic
assessment tasks."
 "You may need to revise the assessment plan and/or intended learning outcomes to some
extent, to ensure effective alignment."
3. "Design the real-world conditions"
"This involves describing problems or scenarios, finding placements in authentic settings, or
designing a learning environment, taking account of the following":
 "Placements in real-world contexts can be high-risk for both the student and those with
whom they will interact."
 "Ensure that everyone exercises appropriate duty of care in the preparation and ongoing
management of students in these contexts, and recognizes the needs of all parties."
 "The more natural the context, the greater the potential risks involved."
 "Where placement in a real setting is not possible or desirable, technologies can be
exploited to design scenario-based virtual learning environments in which conditions,
characters, circumstances and parameters simulate a real-life context for learning
(Herrington et al., 2003)."
4. "Ensure that students have the knowledge and skills needed"
a. "Ensure that ...
 "[S]tudents have the knowledge and skills they need to carry out the tasks"
 "[T]hey are well prepared and equipped for their engagement in the setting"
 "[T]hey understand the assessment requirements."
b. "For example":
 "Are they aware of what a report looks like in contrast to more academic essays?"
 "Do they know how to make written or verbal presentations to the public?"
 "Are they aware of the legal implications of designing a website?"
 "Do they appreciate the ethical issues involved in reporting their observations?"
5. "Highlight the importance of students understanding their roles when engaging in real-
world activities"
 "Students are ambassadors of the university... [and] should present themselves
appropriately within the wider community."
 "Students should be well prepared and behave responsibly and professionally."
6. "Design the assessment task(s)"
"[T]he tasks for assessment should, as much as possible":
 "[B]e essential tasks that need to be done in the setting, and not needlessly intrusive"
 "[B]e enabling, in that they guide students toward more sophisticated use of skills or
knowledge"
 "[E]ntail the integration of skills and knowledge contextualised to the authentic setting in
all its complexity, rather than being disaggregated to correspond to individual learning
outcomes"
 "[D]epend on the student's own research or use of knowledge"
 "[E]mphasise higher order reasoning rather than simple recall or description"

10
  "[B]e representative rather than comprehensive, giving students the opportunity to probe
deeply rather than to gain broad but shallow experience"
 "[B]e interesting and worthwhile, engaging students' interest and motivation"
 "[R]evolve around complex, ambiguous or "wicked" problems (problems whose solutions
create further problems)"
 "[I]ideally ... address the needs of an authentic audience (Rule, 2006)"
7. "Manage the assessment load"
"Students may be over-zealous, producing very large portfolios or very long reports."
 "[S]et limits on the size of the submission, if for no other reason than to manage students'
and staff workloads."
 "For example, if students are to keep journals, have them submit brief periodic reflective
statements based on their journals, rather than submitting the journals themselves."
8. "Plan for improved reliability in grading authentic assessment tasks"
"The more complex the assessment, the more judgment is required from markers, and the greater
the need to incorporate reliability measures into the grading process."
 "Establish clear assessment criteria."
 "Include process indicators in assessment criteria, as well as product indicators."
 "Develop an assessment rubric outlining standards at different grade levels."
 "Incorporate multiple sources of evidence of student achievement."
 "When grading, involve others such as host supervisors and marking teams, and students
themselves as self- or peer assessors."
 "Develop dialogue between assessors and learners."
 "Provide opportunities for students to present additional evidence (Hager & Butler,
1996)."

Authentic Assessment Methods in Mathematics

1. Project Based Learning

In Project Based Learning, teachers make learning come alive for students.
Students work on a project over an extended period of time – from a week up to a
semester – that engages them in solving a real-world problem or answering a complex
question. They demonstrate their knowledge and skills by creating a public product or
presentation for a real audience. As a result, students develop deep content knowledge as
well as critical thinking, collaboration, creativity, and communication skills. Project
Based Learning unleashes a contagious, creative energy among students and teachers.
Project Based Learning is a teaching method in which students gain knowledge
and skills by working for an extended period of time to investigate and respond to an
authentic, engaging, and complex question, problem, or challenge. Project-based learning
is the organization of learning around projects that meets the five main criteria of
centrality, includes a driving question, promotes constructive investigations, and develops
autonomy and realism. Projects are complex tasks that engage students in design,
decision making, and inquiry, which gives them opportunities to work relatively
autonomously over extended periods of time on authentic products or presentations. The
quest for deeper, authentic, content learning in the 21st century is cognitively developed
through project-based learning components including, but not limited to: creativity,
critical-thinking, collaboration, and communication.

11
 To help ensure your students are getting the main course and are engaging in quality
Project Based Learning, PBLWorks promotes a research-informed model for “Gold Standard
PBL.”
The Gold Standard PBL model encompasses two useful guides for educators:

1) Seven Essential Project Design Elements provide a framework for developing high quality
projects for your classroom, and
2) Seven Project Based Teaching Practices help teachers, schools, and organizations improve,
calibrate, and assess their practice.

What does assessment look like in project-based learning?

Determining what content knowledge and general capabilities you want to assess in the
project-based learning (PBL), such as collaboration, problem solving, and critical thinking, is
vital in order to identify learning activities that meet the needs of students at different points of
the project and at the end of the project.

2. GRASPS Framework
GRASPS is a model advocated for by Grant Wiggins and Jay McTighe to guide teachers in
designing authentic performance-based assessment. It's a form of assessment that engages
learners to employ their thinking skills and demonstrate application of essential knowledge,
conceptual understanding, and skills acquired throughout a unit of learning.

Wiggins defined authentic assessment as "...Engaging and worthy problems or questions of

importance, in which students must use knowledge to fashion performances effectively and
creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult
citizens and consumers or professionals in the field." (1993Jon Mueller).

The main takeaway is that teachers can use the GRASPS assessment model to:
 engage students through contextualized learning;
 provide simulations of real-world situations or challenges that adults might encounter;
 create opportunities for students to practice transfer of learning;
 foster curiosity and building experiences of students;
 Develop project management skills of students.

To help educators construct authentic assessment, Wiggins and McTighe's came up with
GRASPS model. GRASPS is an acronym for teachers to:
Goal: establish the challenge, issue or problem to solve;
Role: give students a role that they might be taking in a familiar real-life situation;
Audience: identify the target audience whom students are solving the problem for or creating the
product for;
Situation: create the scenario or explain the context of the situation;
Product/Performance and Purpose: paint a clear picture of the WHAT and WHY of the product
creation or the performance;
Standards & Criteria for Success: inform students how their work will be assessed by the
assumed audience.

12
Checklist for authentic tasks
• The task addresses or assesses targeted standards
• The task calls for understanding and transfer of knowledge, not just recall or following a
formula
• The task requires extended thinking – not just an answer
• The task has a meaningful, real-world context for application of knowledge and skills, i.e.
includes realist purpose, a target audience and genuine constraints
• The task includes criteria/rubric targeting indicators for understanding and successful
performance, i.e. criteria do not focus on superficial things such as neatness
• The task directions are clear
• The task allows students to demonstrate their understanding with some appropriate choice (e.g.
of products or performances).

Three Modes of Authentic Assessment

1. Observation-this includes the date and information that the teacher collects from daily work.

 The teacher will conduct an observation to the students. He/she will observe the
performance and the attitude of the student during and after the class. After the
13
 observation, the teacher can be able to identify the weakness and the strength of the
students. The role of the teacher is to assess the students and to help the students improve
themselves into a better one.

2. Performance sample- tangible results that demonstrate student achievement.

 In this mode the teacher will assess the students’ performance or the product. The teacher
will let the students pass a portfolio after the semester or year. In this condition, the
teacher can determine if the student's performance is developing.

3. Actual Performance- tests and measures students' performance at a specific place and time.

 The teacher can assess the students by conducting actual performance such as singing,
dancing and acting. By that the teacher can determine the behavior of the students during
the performance.

I. Observation-Based Assessment Tools

Guidelines:

1. Observe not only one but all students.

You should not only observe one students, it should be all so that all of your students
would excel.
2. Observation must be as frequent and as regular as possible.
You must observe your students not only in one day but as possible it should be regular.
In that condition, you will really know if your students are improving every day.
3. Observation must be recorded in writing.
If you will conduct a report you should write it in a clean bond paper. In that case, you
can compare the performance of the students if your students are improving.
4. Observations should cover both routine and exceptional occurrences.
The teacher also include routine and exceptional occurrences in observation. When we
say routine it is the behavior of the students in everyday chores such as the sweepers,
gatherer, and many more. Exceptional occurrences are the students who clean the room
voluntarily. Like for example, the students will pick trashes in the yard even if the teacher
did not ask for that.
5. Reliability of observation records is enhanced if multiple observations are gathered and
synthesized.

1.) Developmental Checklist- is an observation tool which requires the teacher recorder to
describe the traits or learning behaviors being assessed.
2.) Interview Sheet- another observation tool which is also called conference recording room.

II. Performance Samples Assessment Tools

Portfolio- a compilation of pieces of evidence of an individual's skills, ideas, interest, and

accomplishment.

Purpose of portfolio:
a. The teacher can assess the growth and development of the students at various levels.
b. Parents are informed of the progress of their children in school.

14
c. Instructional supervisor are able to evaluate the strengths and weakness of the academic
program.

III. Actual Performance Assessment Tools

a. Performance checklist
* It consist of a list of behavior that make up a certain type of performance.
* It is used to determine whether or not an individual behaves in a certain way ( usually desired)
when asked to complete a particular task.
b. Oral Questioning- an appropriate assessment method fir actual performance when the
objectives are:
a. To assess the students stock knowledge.
b. To determine the students ability to communicate ideas in coherent verbal sentences.
Self-checklist- a list of several characteristics or activities presented to the subjects of a study.
d. Observation and self-reports- used a tally sheet as device when used by the teacher to record
the frequency of student behavior, activities or remarks.

Name: _________________________________ Section: _____________________

15
Date: ________________________ Score: _________________
Lesson 1
Activity No. 1

Directions: Find a Performance Standard and Competency of any branch of mathematics (at
least one branch of Mathematics) and articulate your own learning target and objectives based on
performance standard and competency.

Branch of Mathematics:

Performance Standard:

Competency:

Learning Target:

Objectives:

16
Name: _________________________________ Section: _____________________
Date: ________________________ Score: _________________
Lesson 2
Activity No. 1

Directions: Based on activity 1, make your own Assessment of your chosen Branch of
mathematics

Project Based Learning Assessment:

Application of GRASPS:

Application of Three Modes of Authentic Assessment:

Self-Assessment:

17
Name: _____________________________________________________

Direction: Find a Performance Standard and competency in Trigonometry then make

your own learning target, objectives and assessment.

(Choose your own assessment method)

18